SRJIS/BIMONTHLY/ SHOBHA JADHAV, SUNIL KALEKAR (2569-2573)

EFFECTIVENESS OF COMMUNICATION SKILL PROGRAMME IN ENGLISH

Shobha Jadhav, Sunil Kalekar

Adhyapak Mahavidyalaya,Aranyeshwar,Pune-9

Abstract
The present study is related to the communication skills in English. Researchers found that the
students opted for English method in Marathi medium B.Ed. colleges cant communicate in
English properly. Hence the researchers developed a programme in communication skills in
English. A pre test was conducted and then 14 hours programme was implemented and then the
post test was conducted in the class. After analyzing the scores of test the programme is found
effective to develop the communication skill of students.

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Introduction:
Life skills have been defined as the abilities for adaptive and positive behaviour that enable
individuals to deal effectively with the demands and challenges of everyday life (WHO).
Adaptive means that a person is flexible in approach and is able to adjust in different
circumstances. Positive behaviour implies that a person is forward looking and even in difficult
situations, can find a ray of hope and opportunities to find solutions. Life skills include
psychosocial competencies and interpersonal skills that help people make informed decisions,
solve problems, think critically and creatively, communicate effectively, build healthy
relationships, empathize with others, and cope with managing their lives in a healthy and
productive manner. Essentially, there are two kinds of skills - those related to thinking termed as
"thinking skills"; and skills related to dealing with others termed as "social skills". While
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thinking skills relate to reflection at a personal level, social skills include interpersonal skills and
do not necessarily depend on logical thinking. It is the combination of these two types of skills
that are needed for achieving assertive behaviour and negotiating effectively. Emotional can be
perceived as a skill not only in making rational decisions but also in being able to make others
agree to one's point of view. To do that, coming to terms first with oneself is important. Thus,
selfmanagement is an important skill including managing/coping with feelings, emotions, stress
and resisting peer and family pressure. Young people as advocates need both thinking and social
skills for consensus building and advocacy on issues of concern.
The Ten core Life Skills as laid down by WHO are:
1. Self-awareness 2. Empathy
3. Critical thinking 4. Creative thinking
5. Decision making 6. Problem Solving
7. Effective communication 8. Interpersonal relationship
9. Coping with stress 10. Coping with emotion
In Marathi medium B.Ed. colleges students opted for English method face difficulties while
communicating in English. They are not confident hence they have stress on them. Life skills are
helpful to reduce this stress.
Significance of the study:
The objective of research in English is essentially to achieve progress in economic growth,
social development and building self confidence in every student This statement emphasizes
the need of redefining the concept and purpose of teaching English. To enhance learning
experiences, English teacher should aim to enrich their teaching and inspire their students.
English teachers should develop the skills of language among students. The students who are
studying in Marathi medium B.Ed. colleges have done their education in Marathi medium. The
students opted for English method have also done their education in Marathi medium. Hence
they face many difficulties while communicating in English. Researchers felt that they should
develop a programme for these students which will help them to develop a confidence among
themselves to communicate in English.
Statement of problem:
To study the effectiveness of communication skill programme in English on the achievement of
students.
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Operational definitions:
Communication skill programme- A programme for the development of communication skills in
English which includes the activities like group discussion, self introduction, vocabulary usage
etc.
Achievement- Development of communication skills in the form of scores.
Objectives:
1) To study the difficulties faced by students while communicating in English
2) To develop the communication skill programme.
3) To study the effectiveness of communication skill programme.
Assumptions:
1) Students communicate in English while conducting lessons.
2) Students face difficulties while communicating in English.
3) Students have lack of confidence while communicating in English.
4) Students studying in Marathi medium B.Ed. college have their education through Marathi
medium hence they find difficulties while communicating in English.
Hypothesis:
There is no significant difference in the achievement of students after implementing
communication skill programme.
There is significant increase in the achievement of students after implementing communication
skill programme.
Scope:
This study is related to the B.Ed. students from Marathi medium who have offered English as
one of the methods of teaching in Pune University.
Limitation:
Conclusions of the study are depended on the responses of the students.
Delimitations:
1) This study is limited to the programme developed by researchers.
2) This study is limited to 25 B.Ed. students from Marathi medium who are studying in
Adhyapak Mahavidyalaya, Aranyeshwar,Pune-9.
3) Some sub skills of communication based on students need are included in the programme.
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Method of research:
Experimental method is used. One group pre test post test design is used.
Population:
Students who have offered English as their method of teaching from colleges of education of
Marathi medium in Pune University.
Sampling:
A Purposive sample of 25 students who have offered English as their method of teaching from
Adhyapak Mahavidyalaya, Aranyeshwar, Pune .is selected.
Procedure:
A pre test was designed and it was implemented to identify the difficulties of B.Ed. students in
English communication. The scope of the programme was decided on the basis of difficulties
identified. Later on the programme was designed and implementation plan was prepared. The
programme was conducted in the class and a post test was designed. A post test was conducted
and the statistical analysis of the test scores was carried out.
Tools for data collection:
Achievement test
Statistical technique:
Statistical analysis is carried out using t test.
Analysis and interpretation of data:
Mean
Pre test
Post test

76
79

Standard
deviation
6
5.8

Calculated t
value
4.615

t value at level
of significance
At 0.05 = 2.06
At 0.01 = 2.80

The values of t at the 0.05 and 0.01 level of significance are 2.06 and 2.80 respectively.
Calculated t value is greater than these two values so t value is significant at both the level
that is why null hypothesis is rejected and research hypothesis is accepted.
Conclusions:
1) The difficulties faced by students while communicating in English are as followsa) Lack of confidence.
b) Unable to form grammatically correct sentences.
c) Unable to use tenses properly.

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d) Less vocabulary.
e) Incorrect pronunciations.
2) The communication skill programme is found effective to reduce the difficulties faced by
students.
3) The students develop confidence while communicating in English and they can construct the
grammatically correct sentences.
4) The communication skill of students is developed through the communication skill
programme.
Contribution of the research:
1) The present study will guide the teacher educators to find the effectiveness of communication
skill programme.
2) The research will guide and make researchers curious about the different career options in
future.
Reference
Best J.W. and Kahn J.V.(2008)9th Edition ,Research in Education, New Delhi,Prentice-Hall of
India, Private Ltd.
Koul Lokesh(2008)4th Edition, Methodology of research in education, New Delhi, Vikas
Publishing House.
Sharma Anita,(2010),1st Publication, Education research and statistical, New Delhi, Global
Publication.
www.google.com
www.languageinindia.com

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